A. Wade Boykin, Ph.D.

Professor of Psychology

Executive Director

What It Really Takes to Improve Student Outcomes

Putting the Puzzle Pieces Together: Aligning Resources for Improved Student Outcomes

Virginia State Department of Education

Preparing For And Preparing the 21st Century:

Economic and Labor Force Participation in

Advanced Technological Societies

Political and Civic Participation in Multiplex,

Culturally Diverse Societies

Social Participation in Globally Interdependent

World

Require

High Level, Generative, Technical, Cognitive,

Social and Cultural Competencies

8th Grade Reading 2005

2005 average main NAEP reading scores for eighth graders by race and parents’ highest level of education

RaceParent Education Level

Did not finish H.S.

Graduated H.S. Some Ed. After H.S.

Graduated College

White 250 260 272 279Black 234 236 251 247Hispanic 241 245 256 257White-Black 16 24 21 32White-Hispanic 9 15 16 22

© 2008 Capstone Institute @ Howard University

12th Grade Mathematics 2005

2005 average main NAEP mathematics scores for twelfth graders by race and parents’ highest level of education

RaceParent Education Level

Did not finish H.S.

Graduated H.S. Some Ed. After H.S.

Graduated College

White 280 292 305 316Black 263 266 275 281Hispanic 277 280 291 291White-Black 17 26 30 35White-Hispanic * 12 14 25

© 2008 Capstone Institute @ Howard University

Percentage of African American and White Students at Each Achievement Level on NAEP assessments at Grade 4 and Grade 8 Mathematics in 2005 for Selected Urban School Districts

Grade 4 Grade 8

Urban District

Race BelowBasic

AtBasic

AtProficient

At Advanced

BelowBasic

AtBasic

At Proficient

AtAdvanced

Atlanta BlackWhite

494

4223

950

-----22

72*

24*

4*

----*

Austin BlackWhite

261

5624

1658

217

4810

4029

942

320

Boston BlackWhite

3512

5145

1338

----6

5517

3630

835

119

Charlotte BlackWhite

263

5327

1951

119

4610

4029

1242

119

Chicago BlackWhite

5912

3545

638

----6

7229

2639

326

----7

Cleveland BlackWhite

4819

4556

823

----1

7146

2637

316

----2

District of Columbia

BlackWhite

591

3521

555

----23

7323

2339

331

----7

Houston BlackWhite

333

5324

1457

116

5315

4035

741

----9

Los Angeles

BlackWhite

5813

3338

939

----10

7132

2237

624

17

New York City

BlackWhite

3713

4941

1341

16

5623

3339

931

27

San Diego BlackWhite

406

4644

1441

19

6017

3241

732

110

Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics (2005). Note: Dashes indicate that there were not enough students to equal 1%, and asterisks mean that the number did not meet NAEP sample requirements.

The Achievement Gap is Multi-faceted

Minority Group vs. Majority Group

American Students vs. “The World”

20th Century Preparation vs. 21st Century Preparation

Evidence-Based Practices

Did we get these results because of what we did?

Can we repeat this and get the same results again?

Can we or others get the same results elsewhere in similar settings?

Evidence-Based Approach to School Improvement

Programs based on research literature

Programs based on on-site data

On-site data based on sound methods and instruments

Enabling conditions are provided and documented

Implementation quality is assessed & adjustments are

made

Instruction is guided by assessment

Outcomes are evaluated and linked to conditions and implementation

SUPER SCHOOLS!!

Low Student and Staff Turnover

Multidimensional Leadership

Continuous Commitment to Improvement

Multiple Stakeholder Involvement

Education of the Whole Child

Transactional More So Than Technocratic

Solutions

3D Gap Closing

Outcomes

EngagementGuiding Functions

TransactionalStrategies

(Asset Focused)

Professional

Development

General Scheme

Engagement as a Precursor to Achievement

Behavioral

Affective

Cognitive

Guiding Functions (Impact Engagement & 3D Outcomes)

Self-Efficacy(Confidence that one can do what it takes

to accomplish the desired outcome)

Self-Regulated Learning(Planning, monitoring & assessing ones own

learning)

Belief Change(From Smartness as Fixed to Smartness as

incremental)

Borman & Overman (2004)

Resilient Students are higher thannon-Resilient students in terms of:

More positive attitudes toward school Engagement (Teacher Rating) Efficacy

Transactional Strategy Types that Impact Guiding Functions, Engagement, and

Achievement

Information Processing Quality Classroom Interpersonal Relationship

Quality Enabling Learning Goals Classroom Collaboration Meaningful Learning (Individual,

Social) Cultural Resources

Information Processing Quality

Elaboration (Williams et al 2005)

Schema Based Instruction (Jitendra et al 2007)

Multiple Representations (Eilan & Poyas 2008)

ElaborationGuides for Thought-Provoking Questions

 Generic Question Specific Thinking Skill Induced

 What is another example of …? Application

What would happen if …? Prediction; hypothesizing

What are the strengths and weaknesses of …? Analysis; inference

What is the difference between … and …? Compare-contrast

Do you agree or disagree with …? Support your answer Evaluation and identifying evidence

 

Source: King, 1994, p.24. Reprinted by permission of Jossey-Bass, a Wiley company

Schema Based StrategiesText Structure of Information

Text

Sequence Pattern

Descriptive Pattern

Comparison-Contrast Pattern

Cause-Effect Pattern

Problem-Solution Pattern

Time Order Sequence Graphic Organizer

4

3

2

1

The Time Order or Sequence Graphic Organizer helps students uncover the logical progression of ideas in a document-from earliest to latest, from most to least important, etc.-and then to place specific items or details within this sequence.

Descriptive Pattern Organizer

FACT

FACT FACT

FACT

FACT

TOPIC

Venn Diagram

Process/Cause-Effect Pattern Organizer

EFFECT

Somebody Wanted But So

Overview of the “Somebody Wanted But So” StrategyStudent identification of plot elements, such as conflicts and resolutions, can be facilitated by the use of the “Somebody Wanted But So” (SWBS) reading strategy. With SWBS, students complete a chart by creating a SWBS statement that identifies a character, the character’s goal/motivation, a conflict that impedes the character, and the resolution of conflict. The chart has four column headings:

Somebody(character)

Wanted(goal/motivation)

But(conflict)

So(resolution)

While the SWBS reading strategy lends itself to after reading, it can be used during the reading of specific chapters or section of the text and with the main plot as well as subplots.

Arithmetic Word Problem Structures

Change-Andy had five marbles. Then he gave three marbles to Nick. How many marbles does Andy have now?

Combine-Andy has two marbles. Nick has three marbles. How many marbles do they have altogether?

Compare-Nick has five marbles. Andy has two marbles. How many more marbles does Nick have than Andy?

Equalize-Nick has five marbles. Andy has two marbles. How many marbles does Andy have to buy to have as many marbles as Nick?

1/3+1/3= 2/3

1/3 + 1/3

One third plus one third equals two thirds

Multiple Representations

.33

+ .33

.66

Knowledge RepresentationsVocabulary Word Map

Adapted from ReadingQuest.org

Vocabulary Word

Definition in your own words Synonyms

Use it Meaningfully in a sentence Draw a picture of it

TSRQ Elements

Caring (Genuine) Empathy Affective Support Instructional Support Encouraging the Best Holding Optimistic view of student(s) Non-Patronizing(Safit & Pianta 2001; Hughes & Kwok 2007; Hamre & Pianta 2005; Tennenbaum & Ruck, 2007)

Ways That Teachers Convey Differential Achievement Expectations to Students

Teacher calls on low expectation (LE) students less often than

high expectation students (HE)

Teacher likely to give less praise and more criticism for failure to

LE students

Teacher shows less acceptance and use of ideas put forth by LE

students

Teacher provides briefer and less informative feedback to

questions raised by LE students

Teacher gives LE students less benefit of the doubt

Wait time before teacher provides an answer is less for low

expectation (LE) students

Teacher more likely to give low expectation (LE) students the

answers, while more likely to give high expectation (HE) students

clues or to rephrase a given question

Adapted from Good (1987) & Ferguson

(1998)

When You Work Really Hard In School, Which of the Following Reasons Are Most

Important To You

Percentages

Blk Wht Hisp Asn

My Teachers Encourage Me 47% 31% 41% 31%To Work Hard

The Teacher 15% 29% 19% 20% Demands It Ferguson (2003)

TSRQ

 Engagement Types among First Grade

Low-Achievers

Cooperative---- Like school; high levels of effort and persistence; very positive relationships with teachers and peers

Enthusiastic---Like school a lot; academically self-confident; moderate levels of effort and persistence; somewhat problematic relationships with teachers; somewhat positive relationships with peers

Resistive---Low levels of effort and persistence; problematic relationships with teachers and peers; somewhat academically self-confident; neutral in school liking

Disaffected---Dislike for school; low levels of academic self-confidence; low levels of effort and persistence; somewhat problematic teacher and peer relationships

High Emotional Support Can Lead to Gap Closing Outcomes

High emotional support includes factors such as (1) Teacher sensitivity to child’s needs e.g. mood, interests etc. (2) Teacher reluctance to impose her/his agenda unilaterally onto the child (3) Teacher creation of a positive affective climate (4) Teacher deployment of classroom management marked by clear yet flexible expectations and behavioral guidelines.

(Hamre and Pianta, 2005)

Kaplan & Maehr (1999)

Goals Goals

Emotional Tone -.35

Peer Relationships -.31

Perceived Academic Efficacy .49

Disruptive Behavior -.41

Significant Regression Coefficients

Mastery Performance

Enabling Learning Goals

Collaboration and collaborative learning

Student accountability, ownership and

responsibility

Student voice and choice

Inclusiveness

Classroom Collaboration

Collaborative ActivitiesNumbered Heads Together

Students with mixed abilities are place in groups of four and randomly assigned numbers. While in groups students are given problems or questions to solve or answer. They are given time to “put their heads together” to reach a correct response. By randomly calling out numbers each group member is prompted to insure that all members are knowledgeable of the appropriate response. When certain numbered group members respond correctly, the whole group receives positive recognition.

Exit Pass Questions

What is one connection that I was able to make between what we learned today and an interest or goal that I have?

  What is one question I wish that I had asked today but I was confused or distracted at the time to think of it?

  If I were presenting on the topic at hand, I would want to be sure to include…?

  What is the one thing that I hope we will cover at tomorrow’s session?

  One thing I would like to change about this session is ….?

  I would have liked…?

  I would like to know more about …?

Meaningful Learning

Relevance

Personal Connections

World Connections

Subject Matter Connections

Importance

Prior Knowledge, Competences and Understanding

Can You Tell What This Means?

The Difficulty Of Your Set Could Be Increased If You Do A Jam Followed By A Peach.

Translation:

The point values you can earn on your gymnastics routine can be bigger if you include, in sequence, two particular skills on the uneven parallel bars: the “jam”, which leaves the gymnast sitting on the high bar; and the “peach”, where the gymnast moves from the high bar to the low bar.

Percent of Motivational Strategies Observed

27.05

7.49 7.11

58.31

0

10

20

30

40

50

60

Attention Relevance Confidence Satisfaction

Type of Strategy

TQ Personalized Reading Analysis

Is the main character in this story like anyone you know? How so?

Would your friends have done similar things to the characters in this story? Why

or why not?

Would you have done, thought or felt similar things like X did in this story? Why

or why not?

Would your mother (other family member) have done like X did in the story?

Has anything like this story ever happened to you or to anyone you know?

Does this story remind you of anything you or anyone you know have done?

What would you tell a friend about the story?

Do you give this story a thumbs-up or a thumbs-down? Why your choice?

What would you share with your family about what you learned in this story?

© 2008 Capstone Institute @ Howard University

PERSONALIZATION EXAMPLE

There are 3 objects. Each is cut in one-half. In all, how many pieces would there be? ABSTRACT

Billy had 3 candy bars. He cut each one of them in half. In all, how many pieces of candy bar did Billy have? CONCRETE

Joseph's teacher, Mrs, Williams, surprised him on December 15 when she presented Joseph with 3 Hershey Bars, Joseph cut each one of them in one-half so that he could share the birthday gift with his friends. In all, how many pieces of Hershey Bars did Joseph have for his friends? PERSONALIZED

Cultural Resources

Family, peer, community socialization

Traditions, rituals and practices

Fundamental core values

Culturally salient learning structures

Popular culture

Cultural Modeling (Carol Lee, Northwestern University)

This entails bringing examples from students’ popular

cultural interests into the classroom in ways that require

students to use interpretive or critical thinking skills to

express these popular culture examples. Then, students are

made fully conscious and reflective of their deployment of

these skills. Students are then shown how these same skills

that they display underlie tasks in the formal curriculum.

Students then are lead to apply these skills to tasks in the

formal curriculum.

Communal Learning Prompt

[Instructions should be given to the students while they are holding hands and standing in a circle around the tutor/teacher].

I would like you to help each other by working together. It is important that you

feel connected with the students that you are working with in your group. You

should also try to do everything that you can to share, help and work well

together for the good of the group so that everyone will [learn/compete the

story/task/project]. Your group is counting on you to do the best you can so that

everyone will succeed and not just for one of you to do well. Since all of you live

in the same neighborhood, have similar friends, and go to the same school, then

you are very important to each other. You should feel close to each other and

you should support one another. Remember also, that you and your group are

working together to make the most of this time that you are spending here

together. Therefore, you and your group should be helpful, kind, and giving for

the good of everything in your group. You can do better if you all take part in

[learning/completing the story/task/project].

6.41

8.469.6310.19

76.72

0123456789

1011

C G I

African American European AmericanC= Communal study conditionG= Inter-Group Competition study conditionI = Interpersonal Competition study condition

Posttest Performance -Learning Condition by Ethnicity Interaction

Hurley, Boykin, & Allen (In press)

Classroom-based Communalism Study: Comparison of Fractions

Posttest Performance

9.32

10.72

12.08

9

9.5

10

10.5

11

11.5

12

12.5

Pos

ttes

t P

erfo

rman

ce

Individualistic LearningContext with Traditional

Pedagogy

Individualistic LearningContext with Constructivist

Pedagogy

Communalistic LearningContext with Constructivist

Pedagogy

Coleman, 2003

Professional Development

Points of Emphasis Focus on Continuous Improvement Ongoing Support (Coaching, Demonstrations,

Constructive Feedback) Learning Communities Practice Reflection Effective Use of Planning Time Focus on Content Mastery Focus on Guiding Functions Use Asset-Focused Strategies for “Training”

Purposes

Professional Development Regimen

Pre-Workshop Activity Workshop Follow Up Support

Feedback Coaching Demonstrations

Learning Community/Planning Time

IF YOU DON’T KNOW

WHERE YOU ARE

GOING, ANY ROAD

WILL TAKE YOU

THERE

Shifting the Schooling Paradigm

Evidence Based Activities Optimizing Transactions Whole Child Continuous Improvement Asset Focus Multiple Success Pathways

Educating the Whole Child

Educational Optimism

Self and Collective Efficacy

Academic Identity

21st Century Cognitive Skills   

Social Emotional Competence

Transformative Competence

Educating the Whole Child (EWC)

In classrooms EWC entails:

Infusing Character Development modules or lessons

Opportunities to practice socially and emotionally appropriate behaviors during everyday classroom encounters, and in collaborative activities

  Infusing social/emotional development themes into curriculum content

Infusing mental and physical health issues into curriculum content

Explicit promotion and instruction on a wide range of learning, cognitive and problem solving skills

Explicit focus on promoting positive affect, task motivation, adaptive academic beliefs, self efficacy, self regulation, and positive identification with the formal learning process

Focus on the utility of school learning for out of school life and the utility of out of school life for effective classroom learning

Effective classroom management as proactive child/youth socialization

So What Do We Mean By Assets?

Interests and Preferences

Motivational Inclinations  Passions and Commitments  Personal, Family, and Cultural Values

Family Traditions and Practices

 Attitudes, Beliefs and Opinions

 Self-Perceptions and Personal or Collective Identities

 Prior Experiences

 Prior Knowledge

 Existing and Emerging Understanding

 Existing and Emerging Skills and Competencies 

Asset Finding Questions

What are the things that you (your students) like to do in school?

What gets you (your students) to try hard or work hard in school?

In what ways do you (your students) like to learn in school?

What do you (your students) like to learn about in school?

What have you learned outside of school that would (might) help you to learn in school?

What have you learned from your family members that would (might) help you to learn in school?

Talent Development Context

Assessment &

EvaluationAcademic Support

Programs

Family &

Community Engagement

Student Support Services

Central Reform Program

Organizational Development

3-D Leadership Managing the Change Process

Teacher ProfessionalDevelopment

Focus on Continuous ImprovementProfessional Learning Communities

Curriculum Enhancement

s & Framework

Language ArtsMath Classroom ManagementSocial & Emotional DevelopmentSubject Matter

All Students Can Learn With Multiple Stakeholder InputEvidence Based Framework Guiding Functions & Engagement

Complemental Activities

Focus on Assets: Asset FocusStrategies

Continuous Improvement

Multiple Outcomes (Whole Child)

Some Policy Implications

Top Down Support for Bottom Up Reform Focus More So On Transactional Solutions

(Immediate Context Matters) School Organization to Support

Achievement of Classroom Goals Invest in Human Capacity Building

Teachers as Adult Learners 3 Dimensional Leadership Parents/Community as Informed Advocates

Shift the Paradigm

RESPONSE TO INTERVENTION

Tier 1--- Regular/General Instruction

Promote high quality transactional instruction

Tier 2--- Small Group Instruction

Promote high quality transactional instruction in small groups and transactions in collaborative learning groups

Tier 3--- One to One Tutoring (etc.)  Promote high quality transactions on a one to one basis

3D Gap Closing

Outcomes

EngagementGuiding Functions

TransactionalStrategies

(Asset Focused)

Professional

Development

General Scheme

FOR MORE INFORMATION

 

ADDRESS: CAPSTONE InstituteHoward UniversityHoly Cross Hall, Room 4272900 Van Ness Street, N.W.Washington, D.C. 20008

 PHONE: 202/806-8484 FAX: 202/806-8498 EMAIL: jlee@capstoneinstitute.org

WEBSITE: www. capstoneinstitute.org

Lexicon of Transactional Teaching and Learning (Example)

Creating Learning Opportunities Engagement, Effort, & Improvement Focus Awareness of Reciprocal Influence Direct Instruction & Explication Evaluation & Assessment Learning Exchanges Collaborative Learning Constructive & Supportive Feedback Instructional Calibration Scaffolding Whole Child Focus Interpersonal Relationship Quality Intersubjectivity Information Processing Quality Guiding Functions

What Makes Professional Development Effective?

ContactHours

Collective Participatio

n

Focus on Content

Knowledge

Active Learnin

g

Coherence

Enhanced Knowledge

& Skill

Change in Teaching

Practice

Garet et al (2001)

Time Span

Creating A Climate To Sustain High Levels Of Attainment

1. Meaningful, Universally Understood Goals2. Close Monitoring of Academic Functioning3. Collaboration on & Coordination of

Curriculum & Instruction4. Recruitment & Development of Staff5. School Organization to Support Goals

Achievement

K & S Accumulation

Long Term Retention

Retrieval Mechanisms

First Order Learning Outcomes

Knowledge Transfer

Knowledge Production & Application

Knowledge Reflection &

Judgment

Knowledge Communication

Higher Order Learning Outcomes

3D Gap Closing Outcomes

Teacher GroupNumber of Times Autonomy Supportive Controlling

Lessons Taught from Unit 25 10

Activities implemented as Designed 23 5

Suggested Pedagogy Used 20 3

Drew on group Input 18 1

Lesson Stoppage 2 10

Manouchehri (2004)

Knowing Multiplication

Multiply: 49 X 25

©Mathematics Teaching and Learning to Teach Project

Knowing Multiplication for Teaching: Analyzing Student Errors

What mathematical steps produced each of these answers?

(a) 49 (b) 49 (c) 49 x 25 x 25 x 25 405 225 1250 108 100 25 1485 325 1275

©Mathematics Teaching and Learning to Teach Project

Transactional More So Than IRE

Ways to Impact Self-Efficacy, Self Regulation & Belief Change

Self-Efficacy Competence Experiences (optimal challenge) Modeling Social Persuasion Asset Focused Factors

Self Regulated Learning Modeling Strategy Value Feedback Fading Asset Focused Factors

Belief Change Competence Experiences (act into thinking differently) Data Driven Information tied to Prior Experiences Asset Focused Factors

Process Praise

PROCESS PRAISE SOUNDS LIKE THIS:

You really studied for your English test, and your improvement shows it. You read the material over several times, outlined it, and tested yourself on it. That really worked!

I like the way you tried all kinds of strategies on that math problem until you finally got it.

It was a long, hard assignment, but you stuck to it and got it done. You stayed at your desk, kept up your concentration, and kept working. That's great!

Professional Learning Community

Shared sense of purpose Collaborative Activities Collective Responsibility For Student

Learning Deprivatized Classrooms

Marks & Louis, 1997

Become Versed in the Model and Philosophy

Exercise Administrative LeadershipProvide professional and administrative support and supervisionImplement school wide accountability, incentive and recognition programImplement mechanisms for enhanced communications and coordination

Exercise Instructional LeadershipGuide, monitor and evaluate instructional practices and student learningEncourage professional community activities Consider structural changes e.g. looping

Exercise Human Relations LeadershipPromote relationship-building activities among stakeholdersKeep stakeholders informedEncourage and reward collegiality and respect

Managing The Change ProcessImplications for School Leadership